Search

This special issue presents papers on socialization and individual development in Mexico and West Africa and among Mexican Americans and African Americans in the United States. Explains cross-cultural influences on development and highlights conflicts between the values of different cultures. Examines some implications of the ideas presented in the special issue for policy and practice. (BC)

The study of controversies about the legitimacy and historical groundedness of assertions about African civilization is used to support an Afrocological teaching approach to African civilization, exploring the content of the American college curriculum. There is a historically factual basis for a holistic pedagogical approach to African civilization. (SLD)

Discusses how the talking drum has been a viable cultural voice for many West and Central African cultures in the acquisition of literacy. Emphasizes musical character of tonal languages and the use of the talking drum for literacy purposes. Proposes research questions regarding function and use of music and language; describes role of the talking drum in the maintenance of archaic forms of (tonal) languages. (GR)

Proposes four categories of children in difficult circumstances: (1) abandoned or orphaned; (2) independent, maintaining family contact; (3) working, living with families; and (4) living with economically deprived families. Suggests that rapid urbanization, family environment, global economy, and educational deprivation contribute to difficulties. Recommends an action-oriented approach to social services, requiring retraining, social welfare reorganization, and community-based services. (KDFB)

Argues that it is misleading to represent pragmatism in English for Academic Purposes (EAP) as a unified discourse offering ideological support to an unexamined educational, academic, and sociopolitical status quo. The article appeals for reflectively pragmatic approaches towards formulating and investigating issues in EAP and all language teaching. (59 references) (Author/CK)

Responds to an article on aspects of African language policy and discusses the following issues: multilingualism and monolingualism, proposed changes in language policy from the Organization for African Unity and South African initiatives, the language of literature, bilingual education, and whose interests English-language teaching is serving. (35 references) (Author/CK)

Examines the challenges accompanying inserting Francophone literatures of the Caribbean and sub-Saharan Africa into the curriculum. This article suggests additions to the syllabus and discusses three theories useful in weaving together all Francophone literatures--a process duplicating the "metissage" of cultures. (31 references) (Author/CK)

Reviews evidence related to the readability and comprehensibility of material in primary school science textbooks, which shows that texts are often too difficult for children, particularly in developing countries where pupils are learning through English as the medium of instruction. (69 references) (Author/CK)

Explains how a teacher's trip to Africa reinforced his commitment to a multicultural literature program. Recommends several books that might be incorporated into thematically-driven multicultural units such as "traditional tales,""rites of passage/search for identity,""cultures colliding," and "colonialism and its aftermath." (TB)

In response to the changing information environment within African educational institutions, this article studies the need for strategic planning in the Department of Library and Information Studies at the University of Botswana. Highlights include an assessment of the department's past, current, and future strategic plans, and outlines recommendations for strategic changes. (JMV)

In developing countries, older women are seldom part of the development agenda in spite of the fact that they are major supporters of emerging social orders and contributors to the stability of relationships. The well-being of older women must be recognized as a political question. (JOW)

Includes "Struggle against Unemployment" (Godfrey); "Measuring Informal Sector Employment in Pakistan" (Bekkers, Stoffers); "Major Changes Underway in China's Industrial Relations" (Zhu); "Reflections on Role of African Employers' Organizations in Tripartism and Social Dialogue" (Etukudo); and "Challenge of Unemployment in the Arab Region" (Shaban et al.). (JOW)

Explores the role of language and the related linguistic skills (oracy) in traditional, indigenous African education, addressing the role and nature of proverbs, riddles, word games, arithmetic puzzles, dilemma tales, and fables, myths, and legends as well as the use of praise songs and praise poems in traditional African communities. (Author/SM)

This special issue on employment policy in the global economy looks at macroeconomic policies and employment, institutional requirements for full employment, the world trade system, foreign investment, the marginalism of Africa, productivity enhancing policies, influence of information and communication technology, industrialized countries, and unemployment benefits. (JOW)

Home economics in developed nations has been strongly influenced by capitalism and individualism, and it has lost focus on community. Developing African nations have a different philosophy on communal life. (SK)

Discusses the decline of African libraries and concludes that African libraries must find their own role within an African reality. Discussion covers failed internationally funded attempts to stem the decline, including establishment of national information policies and systems; donation of books and journals; staff training; development of rural libraries; and information technology. (Author/KRN)

Examines the present state of the African American community in the United States. Discusses both the symbolic and literal concept of "Back to Africa," arguing that the cultural vitality of Afrocentricity and the African diaspora will profit from symbolic Pan-African linkages, linkages that can rejuvenate the cultural life of the African diaspora. (GR)

Suggests that linguistic and cultural aspects of francophone countries other than just France are necessary for a well-rounded perspective of French as a second language spoken over a large geographic area and by a diverse population. This study looks at 12 textbooks and additional language learning materials chosen to represent various authors, publishers, and philosophers. (34 references) (JL)

Discusses the writing of the book "Africa Counts: Number and Pattern in African Culture" and relates efforts to introduce multicultural perspectives into the mathematics curriculum at the elementary and secondary levels. Proposes what needs to be done to introduce ethnomathematical perspectives into the curriculum. (24 references) (MKR)

Discusses the ethnomathematics movement, the emergence of concepts related to ethnomathematics, ethnomathematics as a field of research that studies mathematics in its relationship to the whole of cultural and social life, and the beginning of ethnomathematical research in Mozambique. (41 references) (MKR)

Explains and defends the theory and practice of Afrocentrism. The Ethiopic Writing System is examined within the context of Afrocentric theory. The author presents Afrocentrism as a theory that seeks to promote and implement human freedom for all. (GLR)

Discusses issues relating to library and information science education in Africa. Topics include a historical background; professional recognition; standards; student recruitment; physical facilities; relevance of the curricula; financial constraints; research degrees; continuing education; paraprofessional library staff training; employment opportunities; and future possibilities. (19 references) (LRW)

Management development is essential for the economic development of least developed countries (LDCs) in Africa. The collectivist culture of LDCs necessitates development of behavior skills and attitudes and a cyclic, experiential learning approach. (SK)

Presents an interview with William Finnegan, staff writer at "The New Yorker." Discusses his travels and his experiences in southern Africa and the writing that grew out of them, his writing about the United States, and his writing process. (SR)

A 1980 analysis of educational films on Africa in the collection of a major U.S. urban public school district and a 1991 follow-up reveal that the district's visual resources about Africa were, with few exceptions, inaccurate and misleading, exhibiting the worst stereotypes. Reviews some practical approaches to cross-cultural education. (SLD)

Examines problems with archives and records management in Africa. Highlights include a lack of resources; poor management; inappropriate staff and inappropriate training; lack of effective tools and techniques; and suggested solutions, including support from top management, a change in archivists' attitudes, better staff selection and training, and archival legislation. (Contains seven references.) (LRW)

Reviews the problems of implementing information technology in developing countries and cites examples from African projects. The use of CD-ROM for access to information is examined, and experiences at the King Fahd University of Petroleum and Minerals in Saudi Arabia in introducing CD-ROM search services are described. (Contains five references.) (LRW)

Discussion of the information needs of rural people in developing countries focuses on rural community resource centers in Africa. Topics addressed include centers run by the local community versus those run by a public library system; rural resource centers in Sierra Leone; community information centers in Asia; information transfer; and training needs. (Contains 27 references.) (LRW)

Discusses the need to market information services in Africa and examines some of the obstacles to the use of library and information services. Highlights include technological changes; management issues, including a negative image of librarians; marketing information to a population with low use of libraries; the role of governments; and culture conflict. (Contains 19 references.) (LRW)

Demise of single-party rule in many African nations presents an opportunity for adult educators to influence development of liberal democratic states. The need for adults to be integrated into economic and social structures points to a role for adult education. (SK)

Negative attitudes and stereotypes of Africans by expatriate managers and trainers retard human resource development. Instead of importing "remedies," collaborative research on the indigenous contexts of African problems will lead to appropriate solutions. (SK)

Identifies the common characteristics of population education in African countries, including a focus on safeguarding cultural traditions. Suggests that improving the condition of women should be at the heart of population education because of their role in promoting family health and environmental protection and in the education of their children. (DMM)

Analyzes the obstacles to universal literacy in Africa including the colonial creation of a two-tier society, rapid population growth, and multiplicity of languages. Suggests that the power structure is such that it has a vested interest in the providing a limited amount of literacy without raising the populace's consciousness. (Contains 30 references.) (MAB)

Explores the economic and cultural reasons why apprenticeship programs imported by developing countries typically fail. Addresses experiences in Western Africa and draws on the outcomes of programs in industrialized countries. Supports programs that improve educational systems incrementally and cautions against programs that run counter to the predominant culture. (Contains 18 references.) (MAB)

Discusses the role of the English language in postcolonial African literature, focusing on the politics of language, "Africanized" English, and the social languages used in Chinua Achebe's novels and concludes that English today is as much an African language as a British or American one. (Contains 37 references.) (MDM)

Discusses how academic libraries and librarians in developing countries can contribute to the creation of self-directed learners and self-reliant researchers, especially among nontraditional students. The library role in independent learning programs and the collection size and library skills instruction required to meet learner needs are described. (nine references) (Author/KRN)

The use of language for political control, cultural preservation, or destruction between Southern Hemisphere countries and their former colonial masters is discussed. Linguistic and educational policy dilemmas in multiethnic, multilingual African countries suggest that linguistic dependency is leading to both technological dependency and scientific/technological marginalization. (67 references) (Author/LB)

For many years, the dominant image of Africa seen on Western films was that of condescension and paternalism. The history of films about Africa, with some exceptions to the prevailing portrayals, is traced; and the origin and growth of the African film industry are reviewed. (SLD)

Home economics education needs to reform its curriculum to reflect developing countries' needs and to reach the rural and urban poor. It needs to make its mission more focused to avoid being misunderstood. (JOW)

An analysis of African social studies curricula shows that African students probably study about other countries more than American or British students. Two reforms are needed: in the United States there needs to be more coverage of world affairs; African students ought to learn more about their own countries. (RM)

By studying early African hominids, students can learn about the interactive testing and creative aspects of scientific thinking and sharpen their geographical skills. It is impossible to study this topic without giving prominence to space and time. (RM)

Sexual mutilation of women in Africa and the Middle East is being actively opposed by groups in the developed world and the Third World. Excision and infibulation, their history and cultural justification, efforts to eradicate these practices, and difficulties in doing so are discussed. (IS)

Discussion of the problems which confront African library administrators in the establishment of a new university library focuses on administrative, social, political, and economic problems. Educational systems in Africa are seen to be the prime key to development of more and better university library services. Footnotes are included. (EJS)

This issue dealing with language discusses language and social structure, social progress and sociolinguistics, oral and literate traditions, Portuguese Creole dialects in West Africa, a framework for describing how languages spread, socio-cultural conflict and bilingual education, linguistic variation in one-language societies, the language problem in international organizations, and sociolinguistics and language teaching. (RM)

Gently rebukes many acclaimed children's books on Africa for perpetuating an exotic and folkloric picture of that continent. Asserts that the daily reality of most Africans is centered around cities, occupations, transportation, and other aspects of modern life. Includes a list of 19 picture books that focus on these aspects. (MJP)

International media must responsibly inform the world about the cultures of non-Western countries. The media can play a role in promoting appreciation of diversity, global literacy, and international understanding. (SK)

Offers four brief stories about teachers and teaching in Africa and the Caribbean. Points out that being interested in reading around the world and, in particular, in Third World countries has helped the author and many other people. (SR)